Research
There is a growing body of research that supports ways to better meet the needs of neurodiverse students. The Davis Group is leading the future of academics and non-scholastic learning by supporting teachers, administrators and instructors on integrating these emerging strategies.
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Research demonstrates that sensory processing significantly impacts attention, behavior, and participation in school environments. Ayres Sensory Integration® (ASI) provides a validated framework for understanding and addressing sensory challenges, particularly for students with autism. Dunn’s model further supports individualized intervention through identification of sensory profiles.
Key Evidence:
Schaaf et al. (2014, 2018) found ASI improves functional and goal-directed outcomes for children with autism.
Dunn (1997, 2007) established widely used sensory processing profiles to guide intervention.
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Evidence-based practices (EBPs) for autism emphasize structured environments, visual supports, and explicit instruction. National frameworks highlight the importance of individualized, data-driven approaches to improve communication, behavior, and independence.
Key Evidence:
National Autism Center (2015) and NPDC (Wong et al., 2015) identify validated EBPs.
Mesibov & Shea (2010) demonstrate effectiveness of structured teaching (TEACCH).
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Self-regulation and executive functioning are critical for student success. Research links impulsivity and dysregulation to neurological and developmental factors, supporting the use of proactive, tiered interventions.
Key Evidence:
Diamond (2013) highlights executive function as a predictor of academic and life success.
Sugai & Horner (2002) support PBIS as an effective tiered behavioral framework.
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SEL improves emotional regulation, behavior, and academic achievement. Integrating SEL with sensory strategies enhances student self-awareness and self-management.
Key Evidence:
Durlak et al. (2011) meta-analysis found significant gains in behavior and academic performance.
CASEL (2020) defines core SEL competencies used nationwide.
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Item descriptionMotor competence is strongly linked to lifelong physical activity, cognitive development, and social outcomes. Movement-based interventions support both learning and regulation.
Key Evidence:
Stodden et al. (2008) link motor skills to long-term physical activity.
Robinson et al. (2015) confirm motor interventions improve multiple developmental domains.
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High-quality APE programs are essential for ensuring access, participation, and progress for students with disabilities. Inclusive, standards-based instruction improves outcomes for all learners.
Key Evidence:
Block (2016) and Lieberman & Houston-Wilson (2009) outline best practices in inclusive and adapted PE.
IDEA (2004) mandates APE as a required service when needed for FAPE.
Hehir et al. (2016) found inclusive education leads to better academic and social outcomes.